Student Teacher: CABRILLOS, RAJA MAE

DE LOS SANTOS, MARSHA

JACILDO, JOHNAMAE
Grade Level : Five
Learning Area : English 5
Grading Period : Fourth Quarter
Teaching Date and Time :
I. Objective :Enumerate the most common types of context clues
Unlock the meaning of the words through context clues
Familiarize themselves with the concept of context clues.
II. Subject Matter: English 5
A. Topic : Context Clue
B. Reference : joy in learning english 5 p205
English Expressways, pp. 304-305
Learning Materials pp. 109- 113
C. Materials :laptop (power point)
D. Value : To make them familiarize themselves with the concept of context clues.
E. Integration : Arts - Pagkilala sang mga Duag nga Nahauna
Math – It gives students an entry point to understanding important issues.
III. Procedure: Teacher’s Activity Pupil’s Activity
A. Preparatory Activities: Teacher prepared a short drill answered The pupils do the actions.
1. Drill : by students about the relation to the Pupils: ( the first pupil gets 3 books
context clues and its types and the other pupil gets 5 pens.
They set it together and write the
Direction: Read the following correct value on the white board. )
sentences and determine the meaning
of the underlined words through
context clues.
 Fit
1. The diaper was just the right snug
around the baby’s waist.
(fit, dark, fast)  Rough
2. I was kept awake at night by the
rasping sound of a snoring partner.
(rough, soft, smooth)
3. A synthetic turf was installed in the  Grass
playing field instead of authentic grass.
 (meadow, grass, land)
4. Going to the bog got my shoes all
muddy and wet.  Wetland
(wetland, river, sand)
5. The lua of a spade is the part you
will rest your foot on.  Projected part of a something
(Projected part of a something, an edge
to increase balance )
B. Review : The teacher will ask the the following Answer :
question:

What is synonyms?  Synonyms are words that have

the same or similar meaning.
What is the synonyms of the following:
1. approval  Consent
2. absurd  ridiculous
3. Bonus  Reward
4. trouble  worry
5. era  time

C. Motivation The teacher ask the pupils how they are  The pupils watch and listen the
Indicator 8 Selects, able to identify the meaning of an video attentively.
develops, organizes and uses unfamiliar word contained in the
appropriate teaching and sentence.
learning resources, including -Several sentences will be shown in the
ICT, to address learning power point presentation containing
goals. made up word
-Afterwards, let the pupils identify the
definition of the unfamiliar words in
the sentences given and asked them
how did they are able to come up with
such definition.

The teacher will show a video about

context clues that are explaining the
different types of context clues with

D. Developmental
Activities.
A. Presentation
Indicator 2
Uses a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.
Indicator 1:
Applies knowledge of content
within and across curriculum
teaching areas.
ARTS
Pagkilala sang mga Duag nga
Nahauna, (A1EL-IIa)
MATH
Making direct links between
math and real-life situations
and scenarios, or situations
that students can imagine
could occur.
example.
Context Clues | Award Winning
Context Clues Teaching Video |
Comprehension & Reading Strategies
(youtube.com)
The teacher will ask pupils, if what they Answers:
have seen in the video presentation.
Ask the pupils the following questions:
1. What video is shown?
2. What is context clues?
 Context clues
 Context clues are hints a
reader can use to discover
the meanings of unfamiliar
words and phrases.
3. What colors can you see?
 Red, blue and yellow
4. What primary colors mean?  Primary colors
* are basic colors that can be
mixed together to produce other
colors.
* It include red, blue and
5. What is the importance of context yellow.
in mathematics?  Mathematics in context,
which draws mathematical
lessons from the real world,
gives students an entry point
to understanding important
issues.
6. How student involves context clues  It gives students insight into
in math? the maths they are learning
by using it in contexts they
 recognise and understand.
Indicator 3
Applied a range of teaching
strategies to develop critical
and creative thinking, as well Exercise:
as other higher order thinking Direction: Use the correct word from the
skills. word blank to complete the sentence.

birthday eat book

Boat sandwich

 Eat
1. Do you like to popcorn?  Book
2. Have you read the
about unicorn?  Boat
3. They like to sail on the to their
hometown?  Birthday
4. Tom celebrated his with his family
and friends.  sandwich
5. I love to eat a with lots of butter.
B. Fixing Skills/ Practice Activity 1
Direction: Choose the correct answer
Indicator 1: inside the colorful box.
Applies knowledge of content 1. The manager ( want, wanted, wants ) a  - wanted
within and across curriculum weekly inspection.
teaching areas. 2. Diane ( was, were, has ) lethargic ; she  - was
MATH /ARTS didn’t have the energy to get out of bed.
Answer the following 3. The dates are ( list, listed, listing ) in
question by choosing the right chronological order.  - listed
answer inside different color 4. The doctor’s ( writing, write, written )
of box in each question. was utterly illegible.  - writing
5. She heard the ( cried, crying, cry ) of the
banshee.  - cry

D. Finding practical
applications of concepts and
skills
Indicator 6
Uses differentiated, Group Activity: Group the pupils into
developmentally appropriate four groups.
learning experiences to
address learners’ gender, Set the House Rules:
needs strengths, interests and Things to do in doing I I II
experiences. the I I
Activities
Indicator 5 Listen to the instruction
Manages learner behavior carefully.
constructively by applying Work quietly
positive and non- violent Cooperate actively
discipline to ensure learning
– focused environment .
Present the floor plan to the class.
Indicator 4
BLACKBOARD
Manages classroom structure
to engage learners,
Group 1 Group 2
individually or in groups, in
meaningful exploration ,
Group 3 Group 4
discovery and hands-on-
activities within a range of
Teacher’s Table
physical learning Direction:
environments. Each group will make a poem contain of
different context clues and present in the Pupils: ( presented their group
whole class. After the performance explain works and explain their works.)
the context clues where/what context clues
you put in your poem.

Teacher: While making a poem you can

explore the whole campus within 20 mins.

 Progressivism offers this approach of

Indicator 13 educating the “whole child.” This
AppIied a personaI student-centered approach to learning
phiIosophy of teaching that is applies learning in a social manner
Iearner-centered. and allows students to apply what
they are learning to real life...
(PPST 7.1.2) Students should be active, not
passive. They required compelling
and relevant projects, not
lectures. Students should become
problem solvers.
E.Making generalizations and What is context clues?
abstractions about the lesson. ____________ Clues are hints that the  - Context
_______ gives to help define a difficult or  - Author
________ word. The clue may appear  - Unusual
within the same _________as the word to
which it refers, or it may follow in a  - sentence
__________ sentence.
 - preceding
IV. EVALUATION :
Indicator 10 Design, selects, Direction: Choose the correct answer of the
organizes, and uses underlined words in column A to column
diagnostic, formative and B.
summative assessment
COLUMN A COLUMN B
strategies consistent with
1. It was an idyllic  Rise
curriculum requirements.  Perfect
for a walk in the  Difficult
park.  Perfect

2. She hums  Shame  Rise

continuously and  Hatred
it annoys me.
3. His animosity
of his sister  Hatred
divided the family.
4. Bill felt
remorse for his
harsh words.  Shame
5. This situation is
a conundrum to
solve.  Difficult
V. ASSIGNMENT :
Direction: Write an appreciation letter to
your parents. Write it in your assignment
notebook.

Prepared by :
CABRILLOS, RAJA MAE
DE LOS SANTOS, MARSHA
JACILDO, JOHNAMAE